Spatial thinking skills are fundamental to the success of students in many geoscience disciplines, including meteorology, which inherently requires the application of spatial reasoning to accurately interpret, understand, and predict the four-dimensional atmosphere. Previous research on spatial thinking skills in meteorology demonstrated that coursework in the middle of an undergraduate meteorology program (i.e., sophomore through junior year) contributed to substantial growth in students' spatial thinking skills, including Synoptic Meteorology, Physical Meteorology, Dynamic Meteorology I, and Climate Dynamics. However, the factors driving this growth remain unclear. To better understand how these intermediate courses support the development of spatial thinking skills, this study will evaluate content that students interact with or are exposed to in these courses, including homework assignments, assessments, in-class activities, and lecture slides. This evaluation, completed with the use of a rubric, will focus on the presence or required application of four different spatial thinking skills: disembedding, spatial orientation, spatial relations, and perspective taking. Student assignment and assessment grades will also be collected to determine the relationship between frequency of exposure and required use of various spatial thinking skills with the degree of successful application. This presentation will show preliminary results broadly identifying which skills are used most frequently in each course as well as statistical relationships between student assignment grades and spatial thinking skills.